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Didactic Guidelines

General guidelines for teachers

This project is part of a set of projects entitled 'What a Digital World!' which is based on the curriculum for the 2nd year of compulsory secondary education.

The following objectives have been considered in the design of this project:

  • to learn while working on a project.
  • to encourage collaborative work, since most assignments require information sharing and interaction with other students.
  • to foster students' self-learning process by using IT resources.
  • to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge based on the production of a video curriculum. Within this learning resource, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.

didactic guidelines

About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their familiy and classmates the job ad, questionnaire, presentation, video, writing composition, etc. that they will will be doing throughout the project. From the wide range of websites and social networks available, we suggest that students have their own site at Weebly.com, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

  • Homepage, the first and main page which must include a title, index, images and a description of the project.
  • 'My writing guide' . This page will include all the student's writing tasks and tips for good writing.
  • 'Key vocabulary'. Students will include here links to the word maps and charts that they create using key vocabulary.
  • 'My digital resources'. On this page, students will publish the links to the digital material that they will have created in their missions, like their job ad, video or social programme.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as Cacoo and Canva.

The rest of sections in the project include several stages that students will need to go through to eventually do the final challenge, which is described in the 'Creating your CV' section and is based on the production of a video curriculum. 

Assessment

Evaluation

As a teacher, you can use the rubrics referred to each mission and to the challenge to evaluate your students. This will be 40% of the final mark.

This will be 40% of the final mark.

Students will also play an important and active role in the evaluation process.

what and how to assess

Alexander Henning DrachQuestion Mark in Esbjerg (CC BY-SA)

  • peer evaluation: students will assess other partners by creating their own assessment sheet with the items that they consider as appropriate or by using the assessment rubrics listed above. This will be 20% of the final mark.

Teacher's observation in class based on the students' degree of participation in the project and how well they perform all the missions will be 20%.

Remember that the 'Rubric for assessing the project' is an important document where relevant criteria are gathered up to evaluate your students' main missions and challenge.

Timing

This project has been designed to be worked on along approximately fifteen 50-minute sessions. However, feel free to adjust the time sequence according to your students' learning pace and needs.

timing

Sese IngolstadtBahnsteiguhr.jpg (CC BY-SA)

For carrying out this project, remember that you can follow the flipped classroom-based pedagogical model with which the majority of assignments such as watching videos, reading texts, doing collaborative work online or writing down doubts about contents can be done at students' home. Later on, in the classroom, you can revisit the contents students do not understand and offer them support in the realization of their missions and final challenge.

Resources

Language Resources

In this project, students are presented several language contents that they can practise by clicking on the links below: Reading & Listening: Job hunting

Online Apps

Throughout this project, we suggest a wide range of open source apps and tools with which students will carry out their missions and final challenge. However, feel free to replace them or recommend your students others which you think are more suitable according to their profiles and needs.

How to

Some links to tutorials are provided throughout the project to help your students  learn about how several online tools work so that they can perform their work more easily.

Remember that you can find more tutorials about other online apps and tools on YouTube.

Project Mindmap

Project mindmap

Contents (LOMCE Curriculum)

At the end of the project, students will have been able to work on the following contents:

  • Listening and reading activities: students understand general information and identify specific information in oral and written messages.
  • Writing a job advert and a social programme containing concise information.
  • Writing  a basic and logical paragraph on the students' likes and interests.
  • Use of the Present Simple tense in affirmative, negative and interrogative sentences.
  • Use of linking words to express several semantic relationships, above all, addition and reason.
  • Expressions to give opinions.
  • Yes/no questions and open questions (questionnaire, job interview).
  • Comparing jobs.
  • Description of a dream job.
  • Students' interaction: questionnaire and job interview.
  • Use of open and closed questions to find out relevant information in a questionnaire.
  • Pronunciation practice: intonation in open and closed questions.
  • Use of job-related vocabulary.
  • Use of personality adjectives.
  • Use of vocabulary related to school subjects.
  • Speaking: free time activities, skills and interests.

Notice that all the contents are related to the four blocks stated in the new curriculum for the first foreign language area in the first cycle of compulsory secondary education. These four blocks are comprehension of oral messages, production of oral messages: expression and interaction, comprehension of written texts and production of written texts: expression and interaction.

Learning Standards (LOMCE)

At the end of the project, students will have been able to practise and acquire the following learning standards stated in the BOE (3rd January 2015) regarding the curriculum for the first cycle of CSE.

Key competences

By working on this project, students will be able to develop and acquire the following key competences published in the organic law on the improvement of the quality of education (LOMCE).

  • Linguistic competence: students are able to use and interact with othe people using the English language, both in oral and written registers.
  • Digital competence: students are able to use IT resources to obtain, analize, produce and share information.
  • Learning to learn: students are able to manage their tasks and time throughout their learning process and can work in an individual and collaborative way to achieve an objective.
  • Social and civic competences: students are able to ineract with other students and participate actively in different missions following codes of good behaviour.
  • Sense of initiative and entrepreneurship: students show themselves as creative and are able to take risks, plan and manage their projects.